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Lamb, J. (2009). The Effect of Cigarette Smoking On the Frequency of Colposcopy Visits, Treatments and Re-referrals. Master's thesis, , .
Abstract: Current research has confirmed that cigarette smoking is a risk factor for cervical cancer. The objective of this pilot study was to observe if women who smoked and were referred to the colposcopy department at Christchurch Women?s Hospital, required more follow up visits, treatments and re-referrals compared to non-smokers. New patients (n=494) who attended at the Christchurch Women?s Hospital colposcopy department in 2001 had their data observed for a six year period. The results identified that women who smoked were three times more likely to need a third follow up visit and twice more likely to need further treatments to remove abnormalities when compared to non-smokers. This pilot study also identified that 71% of Maori women attending the clinic were smokers compared to 44% of non-Maori women. The results are being used to highlight to health professionals that treatment has a greater chance of success if patients cease smoking. The results have also supported the maintenance and development of the smoking cessation clinic for colposcopy patients at Christchurch Women's Hospital where the link to cervical abnormalities and smoking is explained and behaviour modification is offered. We also found that Maori women were poor attendees for colposcopy when compared to non-Maori and these results identified a need for further research and development of strategies to improve attendance.
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Wenn, J. The effect of a planned in-service program on the decision making behaviour of senior nursing staff.
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Papps, E. (1992). The doctoring of childbirth and the regulation of midwifery. Ph.D. thesis, , .
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Wheeler, C. (1994). The diagnosis of schizophrenia and its impact on the primary caregiver. Nursing Praxis in New Zealand, 9(3), 15–23.
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Kapoor, S. D. (1979). The development of effective learning to help nurses achieve their professional obligation. Ph.D. thesis, , .
Abstract: Research paper presented as part of the requirements for Nursing Studies component of a B.A. Degree Wellington Victoria University, Wellington
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Beveridge, S. (2003). The development of critical thinking: A roller coaster ride for student and teacher in nursing education. Ph.D. thesis, , .
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Gaskin, C. J., O'Brien, A. P., & Hardy, D. J. (2003). The development of a professional practice audit questionnaire for mental health nursing in Aotearoa/New Zealand. International Journal of Mental Health Nursing, 12(4), 259–270.
Abstract: This paper reports the three-stage development of a professional practice audit questionnaire for mental health nursing in Aotearoa/New Zealand. In Study 1, clinical indicator statements (n = 99) generated from focus group data, which were considered to be unobservable in the nursing documentation in consumer case notes, were included in a three-round Delphi process. Consensus of ratings occurred for the mental health nurse and academic participants (n = 7) on 83 clinical indicator statements. In Study 2, the clinical indicator statements (n = 67) that met importance and consensus criteria were incorporated into a questionnaire, which was piloted at a New Zealand mental health service. The questionnaire was then modified for use in a national field study. In Study 3, the national field study, registered mental health nurses (n = 422) from 11 New Zealand district health board mental health services completed the questionnaire. Five categories of nursing practice were identified: professional and evidence-based practice; consumer focus and reflective practice; professional development and integration; ethically and legally safe practice; and culturally safe practice. Analyses revealed little difference in the perceptions of nurses from different backgrounds regarding the regularity of the nursing practices. Further research is needed to calibrate the scores on each clinical indicator statement with behaviour in clinical practice.
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Isles, V. (2005). The development and role of the clinical nurse specialist in New Zealand: A comparison of the role with that in the United States of America, United Kingdom, and Australia. Ph.D. thesis, , .
Abstract: The development and role of the clinical nurse specialist in New Zealand is the focus of this dissertation. It is an area that has not clearly been documented previously and the author hoped that by articulating this role to nurses, educators, and administrators that the role of the clinical nurse specialist will be more clearly defined and perhaps recognised for the contribution it provides to health care in New Zealand. At present, it is difficult to justify the clinical nurse specialist position in New Zealand, when individuals have been left to define and develop their own positions. This has led to widely differing practice modes and role confusion, and therefore a varying degree of success in achieving improved nursing practice. Without title protection and some form of accreditation process to ensure standard of practice throughout the country it is not possible for post-holders to move from position to position throughout the country. The role and definition of the clinical nurse specialist must be clarified in order to reduce confusion. Restriction of the title to those who meet the defining characteristics will strengthen the role, improve collaboration with other members of the team as well as making it easier for the public to understand the role.
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Clunie, S. (2006). The current trend and importance of postgraduate education for nurses. coda, An Institutional Repository for the New Zealand ITP Sector, 10, 18–23.
Abstract: The purpose of this essay is to examine why postgraduate education has become so important, to examine some of the issues around mandatory continuing education and the practical effect of this on a nursing career. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition programmes is discussed along with the need for strong nursing leadership.
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Williams, J. L. (2003). The Cummins model: An adaption to assist foreign nursing students in New Zealand. Ph.D. thesis, , .
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Cornish, M. E. (1995). The creation and development of an integrated nursing service within a rural commmunity health team: an action research study. Ph.D. thesis, , .
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Carryer, J. B., Gardner, G., Dunn, S., & Gardner, A. (2007). The core role of the nurse practitioner: Practice, professionalism and clinical leadership. Journal of Clinical Nursing, 16(10), 1818–1825.
Abstract: This article draws on empirical evidence to illustrate the core role of nurse practitioners in Australia and New Zealand. A study jointly commissioned by both countries' Regulatory Boards developed information of the newly created nurse practitioner role, to develop shared competency and educational standards. This interpretive study used multiple data sources, including published and grey literature, policy documents, nurse practitioner programme curricula and interviews with 15 nurse practitioners from the two countries. The core role of the nurse practitioner was identified as having three components: dynamic practice, professional efficacy and clinical leadership. Nurse practitioner practice is dynamic and involves the application of high level clinical knowledge and skills in a wide range of contexts. The nurse practitioner demonstrates professional efficacy, enhanced by an extended range of autonomy that includes legislated privileges. The nurse practitioner is a clinical leader with a readiness and an obligation to advocate for their client base and their profession at the systems level of health care.
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Lesa, R. (2019). The contribution of simulation in the development of clinical judgement: Students' perspectives. Doctoral thesis, University of Otago, Dunedin. Retrieved June 23, 2024, from http://hdl.handle.net/10523/9348
Abstract: Conducts an exploratory case study investigating the experiences of third-year undergraduate nursing students in simulations, collecting stories about their experiences in the clinical environment, and highlighting the potential use of simulation as an alternate learning environment to foster the development of clinical judgement in nursing students. Considers two research questions: how do nursing students experience simulation as an environment for learning, and how do nursing students' learning experiences in simulation and clinical practice influence their development of clinical judgement skills? Conducts one-to-one interviews and observes simulations in the course of an exploratory case study.
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Peach, J. (2001). The contribution of nursing to the health of New Zealand. Ph.D. thesis, , .
Abstract: Nursing in New Zealand has been a recognised profession for one hundred years. Throughout this time the profession has made a significant contribution to the health of communities, nationally and internationally. Despite the obvious effort and achievement, the author suggests that the evidence of this contribution is not well known. She goes on to say that nurses, now as never before, are challenged to show how they 'add value' and to explain why nursing expertise is essential to safe service delivery. Finding a way to communicate this contribution has been identified as one of the most important issues facing the profession. This thesis explores the concept of contribution and presents a model, the 'Contribution Model', to show how nursing can articulate the action and achievements that show how nursing professionals have and will continue to contribute to health gain in New Zealand. Through the application of the 'Contribution Model' and framework presented in this thesis, nursing is shown to have made a contribution to health gain by using the broad range of knowledge, skills and experiences in a wide range of settings, to provide care wherever and whenever required. Case studies and scenarios from history, observation and prediction are used to show how the actions and achievements of nursing meet the expectations of individuals, the community and society: past, present and future.
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Milligan, K., & Neville, S. J. (2003). The contextualisation of health assessment. Nursing Praxis in New Zealand, 19(1), 23–31.
Abstract: The authors defines health assessment and argue that it is a tool nurses should be using as a means of improving health outcomes for clients. The skills involved in health assessments are analysed, and four levels of data gathering are identified. The authors present an historical perspective, tracing the development of these skills as they have been incorporated in nursing practice in North America and Australia.
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